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Description: Tags: Plattner
Description: Tags: Plattner
Archived Information
1
Teaching Subtraction
62 53 72 91
-49 -26 -16 -79
2
Ways of Teaching Subtraction
90%
80%
70%
60%
50% American
40% Chinese
30%
20%
10%
0%
Borrow & Regroup Multiple Ways
Trade Decompose
Knowing and Teaching; Ma, Liping; cc 1999;
Lawrence Erlbaum Ass. Inc.; pg. 8
3
Ways to Decompose
53
53
40 10 3
40 13
26
20 3 3
Conceptual
and procedural
understanding are intertwined
4
Practice in Decomposing
62
-49
HOW would you teach subtraction?
5
How would you teach?
6
Knowledge Packet: Subtraction
with Regrouping
Subtraction
with regrouping of
large numbers
The composition of 10
Add and subtract
within 10
Subtraction facts
8
Multidigit Multiplication: Dealing
with Student Mistakes
Procedural Conceptual
10
Teaching Strategies
100
90
80
70
60
50
American
40
30 Chinese
20
10
0
Procedurally Conceptually
directed directed
11
Tr. Chen’s Approach
123
* 456 Challenge: Find
492 other ways to align
738 the problem so that
615 it is correct.
79335
12
Division of fractions
1 3/4 ÷ 1/2
13
Teacher’s Knowledge of Division
by Fractions
100
90
80
70
60
50 American
40
30 Chinese
20
10
0
Calculated More than Provided
answer one way story
14
Knowledge Packet for Dividing
by Fractions
The meaning of
division by fractions
Meaning of multiplication
with fractions
Meaning of division
with whole numbers
Concept of unit
Meaning of multiplication
with whole numbers
Meaning of
Place value
multiplication
S M D G
16
Review Procedure for Division
conceptual?
Which algebraic concepts does it support?
algebraic thinking?
Would you use this approach? Why or why
not?
17
Final Points
18
Fall extension
19